Do Instructional Strategies Impact Students’ Situational Interests in Learning Mathematics? A Case Study of Secondary School Students in Guyana

Abstract

This experimental study investigates which instructional strategies are effective in promoting situational interest in learning mathematics among secondary school students. This research study builds on established theories of interest and mathematics education. Situational interest is an important facet of learning engagement, and it can potentially enhance students’ interest and motivation in class. A total of 165 students were engaged in this study, selected from three diverse secondary schools in Georgetown, Guyana, encompassing different grade levels and varying motivating profiles. This study employed a quantitative research design, providing a comprehensive understanding of the relationship between instructional strategies and situational interest. Participants were given a carefully constructed questionnaire that entails questions about their level of situational interest and their perceptions of various instructional strategies used in their mathematics classroom. Results suggested visual aids, inquiry-based learning, and collaborative learning are most effective in promoting situational interest. These findings highlight the interplay between pedagogical approaches and students’ motivation, and how closely connected they are. This emphasizes the importance of using teaching strategies that align with students’ interests and needs.